Early adolescents' perspectives on motivation and achievement in academics

Urban Education

Volumn 43, Issue 6, 2008, Pages 723-749

  Schmakel, Patricia O'Connell ^a  

^a Lourdes College   (United States)

Author keywords

Academic achievement; Academic motivation; Adolescent schooling; Student voice

Indexed keywords

EID: 53649096520     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085907311831     Document Type: Article

References (33)

1. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
2. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
3. Bergin, D.A. (1999). Influences on classroom interest. Educational Psychologist, 34, 87-98.
4. Barber, B.K., & Olsen, J.A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3-30.
5. Blyth, D.A., Simmons, R.G., & Bush, D. (1978). The transition into early adolescence: A longitudinal comparison of youth in two educational contexts. Sociology of Education, 5, 149-162.
6. Brophy, J., & Evertson, C. (1978). Learning from teaching: A developmental perspective. Boston: Allyn & Bacon.
7. Brophy, J.E., & Good, T.L. (1986). Teacher behavior & student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3 rd ed., pp. 255-296). New York: Macmillan.
8. Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American Youth for the 21st Century. Washington, DC: Author.
9. Carnegie Council on Adolescent Development. (1995). Great transitions: Preparing Adolescents For a New Century. Waldorf, MD: Carnegie Corporation of New York.
10. Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA: Sage.
11. Corbett, H.D., & Wilson, B.L. (1998). Scaling within rather than scaling up: Implications from students' experiences in reforming urban middle schools. The Urban Review, 30, 261-293.
12. Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
13. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
14. Eccles, J.S., Lord, S., & Midgley, C. (1991). What are we doing to early adolescents? The impact of educational contexts on early adolescents. American Journal of Education, 99 (4). 521-542.
15. Evertson, C., Anderson, C., Anderson, L., & Brophy, J. (1980). Relationships between classroom behaviors and student outcomes in junior high mathematics and English classes. American Educational Research Journal, 17, 43-60.
16. Fine, M. (1991). Framing dropouts. Albany: State University of New York Press.
17. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
18. Grolnick, W.S., & Ryan, R.M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.
19. Kavrell, S.M., & Petersen, A.C. (1984). Patterns of achievement in early adolescence. In M. L. Maehr (Ed.), Advances in motivation and achievement (Vol. 4, pp. 1-35). Greenwich, CT: JAI.
20. Lee, P.W. (1999). In their own voices: An ethnographic study of low-achieving students within the context of school reform. Urban Education, 34, 214-244.
21. Maehr, M.L., & Anderman, E.M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. The Elementary School Journal, 93, 13-30.
22. Midgley, C., Feldlaufer, H., & Eccles, J.S. (1988). The transition to junior high school: Beliefs of pre- and post-transition teachers. Journal of Youth and Adolescence, 17, 543-562.
23. Moore, D.W. (1983). Impact of school grade-organization patterns on seventh and eighth grade students in K-8 and junior high school. Paper presented at the annual meeting of the New England Research Association, Rockport, ME.
24. Moos, R.H. (1979). Evaluating educational environments. San Francisco: Jossey Bass.
25. Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. White Plains, NY: Longman.
26. Oldfather, P., & Thomas, S. (1998). What does it mean when high school teachers participate in collaborative research with students on literacy motivations ? Teachers College Record, 99, 647-691.
27. Phelan, P., Yu, H.C., & Davidson, A.L. (1994). Navigating the psychosocial pressures of adolescence: The voices and experiences of high school youth. American Educational Research Journal, 31, 415-447.
28. Pintrich, P.R., Roeser, R.W., & De Groot, E.M. (1994). Classroom and individual differences in early adolescents' motivation and self-regulated learning. Journal of Early Adolescence, 14, 139-161.
29. Ryan, A.M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
30. Simmons, R.G., & Blyth, D.A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorn, NY: Adine de Gruyter.
31. Thorkildsen, T.A., & Nicholls, J.G. (1991). Students' critiques as motivation. Educational Psychologist, 26, 347-368.
32. Wigfield, A., & Eccles, J.S. (1994). Children's competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. Journal of Early Adolescence, 14, 107-138.
33. Wood, K.D., & Jones, J.P. (1997). When affect informs instruction. Childhood Education, 73, 292-296.